Argues that flashcards can help beginning and struggling readers to identify high-frequency, irregularly spelled words. Describes various ways flashcards can be used to help make a poor reader a better reader. Argues that the key to success is to use flashcards sensibly, in small doses, for fun, and with pizzazz. (SR)

Notes that picture books for young adults are a great asset to reading and a useful tool for teachers. Considers how dramatic changes in children's and Young Adult publishing over the last decade have blurred the lines between children's and adult books. Discusses implications for teachers of young adults. Notes that picture books help students be…

Presents the personal history of Donald D. Durrell, whose research and teaching marked several generations of reading education research and practice, focusing on: early family history; the William B. Durrell family; high school education and early teaching; university education; career; related activities; marriage and family; and the…

Determines the nature and role of knowledge constructed by the child at the very beginning of his or her contact with printed words, i.e., during the logographic phase. Indicates that the letters in a word serve as its identifying visual properties as long as, for the child, the sole function of the written language is to encode meaning. (SG)

Explains that the author reads the Harry Potter books because of their impact on middle-school-age kids and their appeal to children ages 9 to 15. Explains also that she works in professional development, especially literacy, and that she connects kids and teachers to the books. Admits that she reads the books because "they are wonderful." (SG)

Considers how teachers might re-create, rather than import, Paulo Freire into North American contexts--and so not lose the power of his ideas. Takes the method of pragmatism and connects it to Freire's concept of praxis to argue for pragmatic theory and practice in the work of teaching literacy. (SG)

Addresses why seemingly normal students sometimes fail to learn to read. Suggests five reasons for this dilemma. Reports the results of applying to the author's theory a principle first espoused by William of Ockham some 700 years ago. Supports the notion that this theory is robust enough to explain both the successful and unsuccessful learning of…

Presents several tributes to Jeanne Chall, long-time educator and director of the Reading Laboratory at Harvard University. The tributes focus on Chall's historic contribution to the field of reading research; her beliefs about the ability of all children to read; her written works; her abilities as a teacher and as a mentor; and her ability to…

Discusses four areas of reading instruction that the author (a retired distinguished educator) believes have been neglected or misunderstood: Sylvia Ashton-Warner's Key Vocabulary, the Alphabetic Principle, transmogrification of spoken to written language, and individualized reading. (SR)

Discusses the literacy development of both deaf and hearing children. Offers techniques to attempt in the classroom, including a Reader's Workshop, and specific ideas about teachers as facilitators. (RS)

Describes enhancing stories with elementary school students through the use of musical sound. Discusses getting started, the story, creating stories with musical sound, and the role of the music specialist. (SR)

Explores what diverse first grade children can learn about reading within a year-long balanced approach to emergent reading instruction. A research participant observer visited a classroom of 20 diverse children. Results show that the children were constructing a balanced view of reading and that a balanced program can be used successfully in a…

Delves into the birth, childhood, and adolescence of the National Reading Conference, with direct attention given to the germination of the "Journal of Reading Behavior," the former title of this journal. Notes the National Reading Conference has a long and honored history spanning a period of nearly 50 years. (RS)

Introduces a special issue devoted to recent studies of the direct instruction reading program, providing a history of direct instruction, examining research on the effects and outcomes of direct instruction, and reviewing the studies contained in this special issue. (Contains references.) (SM)

Describes a teacher who explores her passion for critical literacy by challenging students of privilege to name their identities and disrupt the familiar. Creates a classroom founded on the philosophy that every student needs and deserves to be exposed to critical literacy--reading literature and their own lives with an awareness of systems of…